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dc.contributor.authorHoyte, Frances
dc.contributor.authorSingh, Parlo
dc.contributor.authorHeimans, Stephen
dc.contributor.authorExley, Beryl
dc.date.accessioned2021-01-29T01:07:07Z
dc.date.available2021-01-29T01:07:07Z
dc.date.issued2020
dc.identifier.isbn9789811541230
dc.identifier.doi10.1007/978-981-15-4124-7_9
dc.identifier.urihttp://hdl.handle.net/10072/401532
dc.description.abstractTeacher quality has emerged as a powerful construct over the last 20 years at a global level. In Australia, it is a major discursive term in government-initiated inquiries, policy statements and enactment strategies. The quality discourse, driven by standardisation and large-scale testing, acts as a major force re-shaping teacher identity, narrowing teaching practices, and re-forming the teaching profession and professionalism. This technical framing of teaching under the mantra of quality has a significant effect on teacher education—what teachers are expected to learn, how they learn, and how they demonstrate achievement of learning. Governance of education through the mantra of quality restricts teacher education at the same time as teacher educators’ perspectives are marginalised. Critical analyses are needed to map workings of the term in the policy landscape. This chapter, framed within the research field of critical policy studies, identifies the distinctive contribution of teacher educators in the most recent Australian inquiry into the teaching profession and challenges the regimes of truth that constrain teacher education at both local and global levels.
dc.description.peerreviewedYes
dc.publisherSpringer Singapore
dc.publisher.placeSingapore
dc.relation.ispartofbooktitleTeacher Education in Globalised Times
dc.relation.ispartofchapter9
dc.relation.ispartofchapternumbers20
dc.relation.ispartofpagefrom159
dc.relation.ispartofpageto177
dc.subject.fieldofresearchEducation policy, sociology and philosophy not elsewhere classified
dc.subject.fieldofresearchTeacher education and professional development of educators
dc.subject.fieldofresearchcode390299
dc.subject.fieldofresearchcode390307
dc.titleDiscourses of Quality in Australian Teacher Education: Critical Policy Analysis of a Government Inquiry into the Status of the Profession
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dcterms.bibliographicCitationHoyte, F; Singh, P; Heimans, S; Exley, B, Discourses of Quality in Australian Teacher Education: Critical Policy Analysis of a Government Inquiry into the Status of the Profession, Teacher Education in Globalised Times, 2020, pp. 159-177
dc.date.updated2021-01-28T23:45:55Z
gro.hasfulltextNo Full Text
gro.griffith.authorSingh, Parlo
gro.griffith.authorExley, Beryl E.


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